A computer-based auditory and visual
sequential pattern test for school-aged children

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Author

Date

Permanent Link

Thesis Discipline

Audiology

Degree Grantor

University of Canterbury

Degree Level

Masters

Degree Name

Master of Audiology

Auditory processing refers to the efficiency and effectiveness by which the CNS utilises
auditory information (ASHA, 2005). Auditory processing disorder (APD) is a processing
dysfunction characterised by severe listening difficulties, despite normal peripheral hearing
sensitivity. It affects approximately 3‐5% of school aged children (Musiek & Chermak, 2007).
An important step towards effective identification and treatment of these children is to
develop improved methods of assessing listening skills and differentially diagnosing APD. A
test that is commonly used internationally as part of a standard APD assessment is the
Frequency Pattern Test (FPT). The FPT specifically targets temporal processing abilities
related to the recall of a sequential pattern of a series of auditory stimuli. However,
interpretation of this test is complicated by the multiple listening and cognitive skills
involved, and by factors that may negatively affect test performance such as fatigue,
motivation and attention. These factors are particularly relevant when testing children.
In order to establish APD as an auditory specific deficit rather than the auditory
manifestation of a more global amodal or multimodal processing or cognitive deficit, some
researchers (Cacace & McFarland, 2005) propose the incorporation of multimodal testing
into standard clinical APD assessments. It has been suggested that comparisons on
analogous auditory and visual tasks, for example, may hold implications for the differential
diagnosis of processing deficits involving the central nervous system. However, there is a
paucity of evidence regarding the clinical utility of visual analogs of central auditory tests in
the differential diagnosis of central auditory processing deficits.
We have developed a new computer‐based auditory and visual sequential patterns test, the
Bird Song Game, which uses engaging computer animations and an interactive touchscreen
interface, and have collected data from typically developing school‐aged children and
children with APD.
A total of 128 children aged 6‐10 years were recruited from two independent mainstream
schools of differing decile rating; and a further 11 children with previously identified APD
also participated. Analysis of results included comparisons between age, gender, left and
right ears and schools. Further analysis compared results between the manual and verbal
mode of reporting responses, as well as between the visual and auditory modalities.
Results demonstrate that scores attained by typically developing children on the Bird Song
Game were similar to current normative scores on the traditional FPT. This indicates that the
computer based version of the test is a good clinical substitute, and that the current
normative values may be used in interpreting performance on the Bird Song Game in a
clinical setting. There was a significant difference in performance on sequencing tasks in the
auditory and visual modalities for both groups of children (three‐way ANOVA, p < 0.001).
There was no significant difference in performance between the two reporting modes
(manual and verbal) for either group (two‐way ANOVA, p < 0.05). A significant difference in
performance was found between the low and high decile school (p < 0.001) and an effect of
musical education was seen in some groups
These findings provide evidence that a computer based interactive test offers an alternative
procedure, and has several advantages over its CD based counterpart.